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Ethics, Morals and Values in Education By: Plyson Manyani Muzumara Many people in our country feel children today are growing up in an environment of moral distortion and decay. Children are exposed to evil influences from different dimensions within and outside of their communities. It is not uncommon to listen to the news and hear of corruption, thefts, child defilement, examination malpractices, gender-based violence and similar vices. We see a gradual erosion of values and morals in our society, but little effort is being spent to change it. Reflecting upon our culture’s history should give us the opportunity to prepare our teachers to assume the role of moral educators as well as the conveyers of subject content. This book focuses on the need to introduce and promote ethics, morals and values education in Zambia at both school and teacher education levels. It draws information generated by the author from schools, colleges of education and universities. Without a well-defined education policy in favour of promoting pupil and teacher ethics, morals and values in our learning institutions, efforts to promote the same in our education system are doomed to fail.
Corporate accountability is never far from the front page, and as one of the world’s most elite business schools, Harvard Business School trains many of the future leaders of Fortune 500 companies. But how does HBS formally and informally ensure faculty and students embrace proper business standards? Relying on his first-hand experience as a Harvard Business School faculty member, Michel Anteby takes readers inside HBS in order to draw vivid parallels between the socialization of faculty and of students. In an era when many organizations are focused on principles of responsibility, Harvard Business School has long tried to promote better business standards. Anteby’s rich account reveals the surprising role of silence and ambiguity in HBS’s process of codifying morals and business values. As Anteby describes, at HBS specifics are often left unspoken; for example, teaching notes given to faculty provide much guidance on how to teach but are largely silent on what to teach. Manufacturing Morals demonstrates how faculty and students are exposed to a system that operates on open-ended directives that require significant decision-making on the part of those involved, with little overt guidance from the hierarchy. Anteby suggests that this model—which tolerates moral complexity—is perhaps one of the few that can adapt and endure over time. Manufacturing Morals is a perceptive must-read for anyone looking for insight into the moral decision-making of today’s business leaders and those influenced by and working for them.
One of the great intellectual battles of modern times is between evolution and religion. Until now, they have been considered completely irreconcilable theories of origin and existence. David Sloan Wilson's Darwin's Cathedral takes the radical step of joining the two, in the process proposing an evolutionary theory of religion that shakes both evolutionary biology and social theory at their foundations. The key, argues Wilson, is to think of society as an organism, an old idea that has received new life based on recent developments in evolutionary biology. If society is an organism, can we then think of morality and religion as biologically and culturally evolved adaptations that enable human groups to function as single units rather than mere collections of individuals? Wilson brings a variety of evidence to bear on this question, from both the biological and social sciences. From Calvinism in sixteenth-century Geneva to Balinese water temples, from hunter-gatherer societies to urban America, Wilson demonstrates how religions have enabled people to achieve by collective action what they never could do alone. He also includes a chapter considering forgiveness from an evolutionary perspective and concludes by discussing how all social organizations, including science, could benefit by incorporating elements of religion. Religious believers often compare their communities to single organisms and even to insect colonies. Astoundingly, Wilson shows that they might be literally correct. Intended for any educated reader, Darwin's Cathedral will change forever the way we view the relations among evolution, religion, and human society.
Sam Harris dismantles the most common justification for religious faith--that a moral system cannot be based on science.
Robert Audi looks at four previous major attempts to codify ethical behaviour: the virtue ethics of Aristotle, the rule-based ethics of Kant; J.S. Mill's utilitarianism; and the movement known as 'common-sense' ethics associated with W.D. Ross.
What does pleasure have to do with morality? What role, if any, should intuition have in the formation of moral theory? If something is ‘simulated’, can it be immoral? This accessible and wide-ranging textbook explores these questions and many more. Key ideas in the fields of normative ethics, metaethics and applied ethics are explained rigorously and systematically, with a vivid writing style that enlivens the topics with energy and wit. Individual theories are discussed in detail in the first part of the book, before these positions are applied to a wide range of contemporary situations including business ethics, sexual ethics, and the acceptability of eating animals. A wealth of real-life examples, set out with depth and care, illuminate the complexities of different ethical approaches while conveying their modern-day relevance. This concise and highly engaging resource is tailored to the Ethics components of AQA Philosophy and OCR Religious Studies, with a clear and practical layout that includes end-of-chapter summaries, key terms, and common mistakes to avoid. It should also be of practical use for those teaching Philosophy as part of the International Baccalaureate. Ethics for A-Level is of particular value to students and teachers, but Fisher and Dimmock’s precise and scholarly approach will appeal to anyone seeking a rigorous and lively introduction to the challenging subject of ethics. Tailored to the Ethics components of AQA Philosophy and OCR Religious Studies.
Nicolai Hartmann (1882-1950), along with Henri Bergson and Martin Heidegger, was instrumental in restoring metaphysics to the study of philosophy. Unlike his contemporaries, however, Hartmann was clearly influenced by Plato. His tour-de-force, Ethik, published in English in 1932 as Ethics, may be the most outstanding work on moral philosophy produced in the twentieth century.In the first part of Ethics (Moral Phenomena), Hartmann was concerned with the structure of ethical phenomena, and criticized utilitarianism, Kantianism, and relativism as misleading approaches. In the second part, Moral Values, the author describes all values as forming a complex and as yet imperfectly known system. The actualization of the non-moral and elementary moral values is a necessary condition for the actualization of the higher values. It is on this account that rudimentary values have a prior claim.Hartmann outlines the main features of the chief virtues, and shows that the moral disposition required in any exigency is always a specific synthesis of various and often conflicting values. Specifically describing fundamental moral values-such as goodness, nobility, and vitality-and special moral values-such as justice, wisdom, courage, self-control, trustworthiness, and modesty-Hartmann takes theoretical philosophy and brings it very much into the realm of the practical.A compelling and insightful volume, Moral Values remains an essential contribution to the moral and ethical literature of the twentieth century. Hartmann offers a self-contained system of ethics that yet offers a conservative outlook on social life.
For courses in Professional Ethics, Ethics and the Professions, Work and Society, and Business Ethics. Unique in perspective, this text offers a comprehensive values-based approach to professional ethics that is sensitive to the primary ethical issues of the workplace and that offers a positive way for dealing with these issues. It focuses on values important to all professionals and on how people do their work, not what type of work they do, and recognizes the strengths of various moral theories and the ways to harmonize as many moral values as possible. Part One provides a thorough introduction to moral concepts, theories, and forms of reasoning--for students with little or no background in ethics. Part Two discusses the values that are central to the moral life of professionals--integrity, respect for persons, justice, compassion, beneficence and nonmaleficence, and responsibility. A unified mix of text, readings (from literature, philosophy, and the professional ethics canon), exercises, cases for discussion, and discussion questions offer numerous opportunities for practice in interpreting values and applying them to the workplace.
Like nature itself, modern economic life is driven by relentless competition and unbridled selfishness. Or is it? Drawing on converging evidence from neuroscience, social science, biology, law, and philosophy, Moral Markets makes the case that modern market exchange works only because most people, most of the time, act virtuously. Competition and greed are certainly part of economics, but Moral Markets shows how the rules of market exchange have evolved to promote moral behavior and how exchange itself may make us more virtuous. Examining the biological basis of economic morality, tracing the connections between morality and markets, and exploring the profound implications of both, Moral Markets provides a surprising and fundamentally new view of economics--one that also reconnects the field to Adam Smith's position that morality has a biological basis. Moral Markets, the result of an extensive collaboration between leading social and natural scientists, includes contributions by neuroeconomist Paul Zak; economists Robert H. Frank, Herbert Gintis, Vernon Smith (winner of the 2002 Nobel Prize in economics), and Bart Wilson; law professors Oliver Goodenough, Erin O'Hara, and Lynn Stout; philosophers William Casebeer and Robert Solomon; primatologists Sarah Brosnan and Frans de Waal; biologists Carl Bergstrom, Ben Kerr, and Peter Richerson; anthropologists Robert Boyd and Michael Lachmann; political scientists Elinor Ostrom and David Schwab; management professor Rakesh Khurana; computational science and informatics doctoral candidate Erik Kimbrough; and business writer Charles Handy.
How can you effectively stand up for your values when pressured by your boss, customers, or shareholders to do the opposite? Drawing on actual business experiences as well as on social science research, Babson College business educator and consultant Mary Gentile challenges the assumptions about business ethics at companies and business schools. She gives business leaders, managers, and students the tools not just to recognize what is right, but also to ensure that the right things happen. The book is inspired by a program Gentile launched at the Aspen Institute with Yale School of Management, and now housed at Babson College, with pilot programs in over one hundred schools and organizations, including INSEAD and MIT Sloan School of Management. She explains why past attempts at preparing business leaders to act ethically too often failed, arguing that the issue isn’t distinguishing what is right or wrong, but knowing how to act on your values despite opposing pressure. Through research-based advice, practical exercises, and scripts for handling a wide range of ethical dilemmas, Gentile empowers business leaders with the skills to voice and act on their values, and align their professional path with their principles. Giving Voice to Values is an engaging, innovative, and useful guide that is essential reading for anyone in business.